Boon or Burden: The Effect of Implementing Evidence-Based Practices on Teachers’ Emotional Exhaustion

por Ouellette, Rachel R., Pellecchia, Melanie, Beidas, Rinad S., Wideman, Rukiya, Xie, Ming, Mandell, David S.
Publicado en Adm Policy Ment Health (2019)

Assessing early implementation of state autism insurance mandates

por Baller, Julia Berlin, Barry, Colleen L, Shea, Kathleen, Walker, Megan M, Ouellette, Rachel, Mandell, David S
Publicado en Autism (2015)

All Together Now: Measuring Staff Cohesion in Special Education Classrooms

por Kratz, Hilary E., Locke, Jill, Piotrowski, Zinnia, Ouellette, Rachel R., Xie, Ming, Stahmer, Aubyn C., Mandell, David S.
Publicado en J Psychoeduc Assess (2014)

Workforce Support for Urban After-School Programs: Turning Obstacles into Opportunities

por Frazier, Stacy L., Chou, Tommy, Ouellette, Rachel R., Helseth, Sarah A., Hedemann, Erin R., Cromer, Kelly D.
Publicado en Am J Community Psychol (2019)

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual, Classroom, and Organizational Level Influences

por Ouellette, Rachel R., Frazier, Stacy L., Shernoff, Elisa S., Cappella, Elise, Mehta, Tara G., Maríñez-Lora, Ané, Cua, Grace, Atkins, Marc S.
Publicado en Behav Ther (2017)

Do Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction?

por Nuske, Heather J., Pellecchia, Melanie, Lushin, Viktor, Rump, Keiran, Seidman, Max, Ouellette, Rachel R., Cooney, Diana, Maddox, Brenna B., Lawson, Gwendolyn M., Song, Amber, Reisinger, Erica M., Mandell, David S.
Publicado en J Autism Dev Disord (2019)